Reflections of Good Practice of Infusing ESD to Improve Education Outcomes for Indigenous Learners in Light of a Global Pandemic

Autor/inn/en	Kohl, Katrin; Hopkins, Charles
Titel	Reflections of Good Practice of Infusing ESD to Improve Education Outcomes for Indigenous Learners in Light of a Global Pandemic
Quelle	In: Journal of Teacher Education for Sustainability, 24 (2022) 2, S.99-112 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1691-4147
DOI	10.2478/jtes-2022-0019
Schlagwörter	Sustainable Development; Indigenous Populations; Indigenous Knowledge; Outcomes of Education; COVID-19; Pandemics; Foreign Countries; Teaching Methods; Educational Practices; Best Practices; Role of Education; International Organizations; Access to Education; Australia; Maldives; Malaysia; New Zealand; Philippines; Taiwan; Kazakhstan; Afghanistan; Kyrgyzstan; Tajikistan; Turkmenistan; Uzbekistan; Russia; Mongolia; Canada; Nicaragua; United States; Finland; Chile; Peru; Venezuela + Suchen Sie Ihr Suchwort? Nachhaltige Entwicklung; Sinti und Roma; Lernleistung; Schulerfolg; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Bildungsauftrag; International organisation; International organisations; International organization; Internationale Organisation; Education; Access; Bildung; Zugang; Bildungszugang; Australien; Malediven; Neuseeland; Philippinen; Kasachstan; Tadschikistan; Russland; Mongolei; Kanada; USA; Finnland
Abstract	The COVID-19 global pandemic presented an unprecedented challenge to the sustainability strategies and initiatives of many nations. In many countries, education strategies and funding were negatively impacted and, consequently, especially vulnerable groups were highly affected, amongst them Indigenous communities around the world. As Indigenous communities were already amongst the most vulnerable before 2020, a strategically and well-planned recovery from this pandemic would be vital to secure their well-being. This article offers reflections on the potential of infusing "Education for Sustainable Development" (ESD) in the classroom, the school and the community as a whole, to deal with known and yet unprecedented sustainability challenges in presenting commonalities of 32 good practice reports from 21 countries collected in advance and during the global pandemic. Authors make the point of considering the pandemic and its widespread impact as yet another sustainability challenge and position "ESD" as a potential tool to achieve quality education and unleash the full potential of education for society when planning recovery efforts in hope for a better future of Indigenous communities in the long term. As the good practices were also included in a report of the "UN Special Rapporteur on the Rights of Indigenous Peoples to the 48th Session of the United Nations Human Rights Council," focusing on the post-pandemic recovery efforts for Indigenous Peoples, further thoughts on both official reports and their alignment with the overall "2030 Agenda" from an "ESD" perspective are included. (As Provided).
Anmerkungen	Sciendo, a company of De Gruyter Poland. 32 Zuga Street, 01-811 Warsaw, Poland. Tel: +48-22-701-5015; e-mail: info@sciendo.com; Web site: https://www.sciendo.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01